Instructional Objectives:
Students will be able to:
Explain the life cycle of a star
Draw the sequence of stellar evolution
Apply previously learned concepts about star properties (brightness, color, heat, size) to understand the life cycle of a star
Explain how the mass of a star effects the life cycle of a star
Compare/contrast between the three types of life cycles of a star
Present scientific information orally to an audience
Use technology to give a presentation
Introduction:
Students will come to class having read the article “Stellar Evolution, the lives of stars” for homework. The class as a whole will talk about the major concepts of stellar evolution as discussed in the article. The teacher will guide the discussion by asking students what properties are important for star development and evolution? What did the article focus on? The class will briefly discuss the properties they have already learned about (brightness, temperature, size) as well as how the mass of a star contributes to its life cycle. The class will be divided into groups of three (about 5 to 6 students). Each group will be assigned to a star life cycle (light massed, medium massed, and heavy massed). Since the life cycle of the star varies due to its mass each group will have to research and investigate the life cycle they were given and present it to the class in a 7 -10 minute PowerPoint presentation.
Body:
Students will have a day and a half to research the different stages of their star’s life cycle. Students will have to present facts about each stage, include pictures, and explain the process of how the star moves from one stage to another. While students are researching, the teacher will be monitoring the groups and assisting them by answering any questions, helping with finding research materials, helping with the setup of their presentations.
Conclusion:
Each of the groups will present their PowerPoint to the class. While each group is presenting the remaining students in the class will be filling out an outline for each life cycle that includes the stages of the star and three facts about each stage. After all of the groups presented, the students will compare their life cycle with the other two presentations. The class as a whole will compare and contrast the similarities and differences between all three of the life cycles.
Assessment:
Students will be assessed by:
Their ability to work in a group
Presentaion of their stellar life cycle
Their ability to research and present accurate scientific information
Unit: Stars
Topic: Stellar Evolution
Instructional Objectives:
Students will be able to:
Introduction:
Students will come to class having read the article “Stellar Evolution, the lives of stars” for homework. The class as a whole will talk about the major concepts of stellar evolution as discussed in the article. The teacher will guide the discussion by asking students what properties are important for star development and evolution? What did the article focus on? The class will briefly discuss the properties they have already learned about (brightness, temperature, size) as well as how the mass of a star contributes to its life cycle. The class will be divided into groups of three (about 5 to 6 students). Each group will be assigned to a star life cycle (light massed, medium massed, and heavy massed). Since the life cycle of the star varies due to its mass each group will have to research and investigate the life cycle they were given and present it to the class in a 7 -10 minute PowerPoint presentation.
Body:
Students will have a day and a half to research the different stages of their star’s life cycle. Students will have to present facts about each stage, include pictures, and explain the process of how the star moves from one stage to another. While students are researching, the teacher will be monitoring the groups and assisting them by answering any questions, helping with finding research materials, helping with the setup of their presentations.
Conclusion:
Each of the groups will present their PowerPoint to the class. While each group is presenting the remaining students in the class will be filling out an outline for each life cycle that includes the stages of the star and three facts about each stage. After all of the groups presented, the students will compare their life cycle with the other two presentations. The class as a whole will compare and contrast the similarities and differences between all three of the life cycles.
Assessment:
Students will be assessed by:
Sources:
Life cycles of stars
Article: Stellar Evolution, the lives of stars
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